A Project-Based Learning (PBL) Approach in an Engineering Design Graphics Course

Cheng, Liang‐Yee; Ferreira, Sérgio Leal; Santos, Eduardo Toledo

doi:10.1007/978-3-031-13588-0_78

Cited by 3 publications

(1 citation statement)

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“…The work by Sharma et al focuses on the challenges and approaches involved in teaching machine drawing skills online, highlighting the need for knowledge sharing, adopting a maker education perspective, and drawing conclusions regarding the online pedagogy of spatial visualization-based courses like machine drawing [23]. The paper by Cheng et al describes the implementation of a Project-based Learning approach in the Engineering Design Graphics (EDG) course at the Escola Politécnica of the University of São Paulo, including the use of flipped classroom methodology, readiness assessments, and CAD systems for modeling, simulation, and prototyping through laser cutting and 3D printing, while highlighting the course reformulation, content, activities, and addressing the challenges and solutions encountered [24]. Another study have shown that locating the shear or flexural center in non-symmetric cross-sectional beams, essential in structural mechanics education, enables assessing bending and torsion resistance, especially in aerospace, now facilitated by 3D printing for tactile demonstration [25].…”

Section: Literature Reviewmentioning

confidence: 99%

Fused filament fabrication in CAD education: A closed-loop approach

Totuk,

Selvi,

Akar

2023

International Journal of Mechanical Engineering Education

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Integrating low-cost fused filament fabrication 3D printing as a foundation for learning 3D modelling is explored. This method blends traditional computer aided design (CAD) instruction with additive manufacturing possibilities. Experimental results demonstrate increased comprehension speed and reduced learning time. This hands-on approach empowers students by enabling direct engagement with the modelling process. Analogous to reverse engineering, the strategy instructs engineering students from final product to model creation, closing the gap between theory and practice. Incorporating 3D printing bridges this divide, enhancing understanding, creativity and problem-solving. The study underscores technology's influence on learning strategies, aligning with the surge of 3D printing in education. Results link advanced design technology usage to improved student performance, with 3D-printed materials yielding 45% higher grades and 30% faster task completion. This study advocates curricular advancement for design-focused careers through enhanced technology integration and favourable 3D printing model reception.

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Section: Literature Reviewmentioning

confidence: 99%